Editorial Team

LEAD EDITOR | Jordyn Cyrus 

ORCID ID: 0009-0004-8812-459X

Jordyn is a doctoral candidate in the Ed.D. program in Leadership and Innovation at Arizona State University and serves as Program Manager for Civics Matters Arizona. Her research examines how students make meaning of civic learning experiences after participation and what they carry forward into their schools, communities, and future engagement. Grounded in experiential learning, transfer of learning, and communities of practice, her work focuses on the post-event period as a critical but often overlooked phase of learning. Her research aims to address a gap in out-of-school learning by exploring how programs can move beyond one-time experiences to create ongoing pathways for student involvement, identity development, and meaningful participation in civic life.

MANAGING EDITOR | Fredrick Kofi Ayirah

ORCID ID: 0000-0002-7150-8261

Fredrick Kofi Ayirah is a PhD student at Mary Lou Fulton Teachers College at Arizona State University, where he explores innovative approaches to teaching and learning in Social Studies and History Education. His research interests center on inquiry-based learning and community-based inquiry as tools for deepening students’ understanding of the past and their engagement with local histories. He is particularly passionate about designing and studying professional development models that help history teachers implement student-centered, inquiry-driven instruction. Fredrick’s work also examines how technology, particularly artificial intelligence, can improve teaching practices and student motivation.

MANAGING EDITOR | Enrique Gutiérrez Carreras

ORCID ID: 0000-0003-3598-8197 

Enrique is a PhD student in Education Policy and Evaluation at Arizona State University and a Fulbright Scholar. His experience in education ranges from classroom teaching to the design and implementation of national education policies. Enrique’s research focuses on the politics of education policy, teacher education, and student experiences in higher education. He is particularly interested in understanding the factors that shape the success of both individuals and policies within education systems.

MANAGING EDITOR | Brandon Yuhas

ORCID ID: 0009-0006-4160-8145

Brandon J. Yuhas is a PhD student in the Educational Policy and Evaluation program at Arizona State University, and an advocate for and with underserved student populations. His primary research interests are in state education governance and policy making, participatory governance and democratic schooling, the privatization of public education and school vouchers, and critical policy analysis.

MANAGING COPY EDITOR | Erica Reed

ORCID ID: 0009-0007-8077-8830

Erica Reed is a Ed.D. Leadership and Innovation student at Arizona State University. She's an English instructor at Cochise College, primarily teaching English composition courses to dual enrolled high school students, ESL learners, and returning students. Her research focuses on influencing students' resource literacy to help students be academically successful after her freshmen level course. Erica's research is a pedagogical approach that combines Self-Regulated Learning with Universial Design for Learning curiculum matched with AI literacy activties. As an AI in higher education advocate, she is most interested in preparing students for future courses and careers where they'll need to use AI tools.

ASSOCIATE EDITOR | Emmanuel Adeloju

I study how teachers and students make sense of data with AI, build knowledge and how we can evaluate whether AI systems actually support that work. As a PhD candidate, my dissertation involves engaging science teachers and students in designed spaces and real-world settings; observing how they negotiate and manipulate AI systems in their sensemaking tasks. From their interaction moves with AI (on computer interfaces) to interviews to statistical modeling, my research aims to understand not just what, but the process involved when science teachers and students build knowledge while making sense of data using AI. I also research the socioemotional risks of GenAI on young people. My research addresses both sides: what do humans report as GenAI’s impact on them? And also the evaluation of GenAI capabilities for attributes of interest. My work involves qualitative, quantitative (/mixed methods), data science and machine learning techniques including but not limited to case studies, document analysis, conducting interviews, survey design, statistical analysis, and LLM evals.

ASSOCIATE EDITOR | Jae Young Jung

Jae Young Jung is a doctoral student in the Learning, Literacies, and Technologies program at Arizona State University’s Mary Lou Fulton College for Teaching and Learning Innovation. Her research focuses on designing and examining educational interventions that support socio-emotional well-being, readiness to learn, and inclusive learning experiences across educational settings. She is particularly interested in sensory-integrated approaches, classroom relational dynamics, and emerging applications of artificial intelligence in education. Methodologically, her work draws on qualitative, quantitative, and mixed-methods approaches, including discourse analysis and educational program evaluation, to explore how learning environments and interventions shape student engagement, participation, and well-being.

ASSOCIATE EDITOR | Caitlin Mullowney

Caitlin Mullowney is an educator at Arizona State University. She received her MA in Curriculum and Instruction, MA in English, and MA in Library and Information Science, and is a doctoral student in the Ed.D. Program in Leadership and Innovation. Her research focuses on equity in English curriculum and instruction, with an emphasis in Gifted Education. She's interested in exploring how students engage with English and literature content, and invested in making sure all students feel they can and should succeed in their classes.

ASSOCIATE EDITOR | Sandra Nabulega

Sandra is a Phd candidate in the Learning, Literacies, and Technologies and program at Mary Lou Fulton College for Teaching and Learning Innovation. She previously worked as an instructional designer for the Mastercard Foundation Baobab Platform, supporting a team that built over 100 self-paced professional development courses. She also contributed to the Mastercard Foundation Scholars Program e-Learning Initiative, which focused on strengthening institutional capacity and supporting universities in transitioning from emergency remote instruction to sustainable online education. In addition, she worked as a researcher at Pollicy Uganda, exploring the intersections of data, technology, and art to drive inclusive digital literacy and innovation. She is currently supporting the instructional design team on the e-Learning for Strengthening Higher Education (e-SHE) project, which provides technology solutions, capacity-building programs, and high-impact student success courses to higher education institutions in Ethiopia. Sandra's research centers on advancing sustainable digital literacy education.

ASSOCIATE EDITOR | Jack Fredericks

John M. (Jack) Fredericks is a doctoral candidate in Educational Policy and Evaluation at Arizona State University's Mary Lou Fulton College for Teaching and Learning Innovation. His research examines how educational accountability systems measure and define student success, with a particular focus on the measurement of cognitive ability across K–12 accountability regimes, adult skill assessment, and the workforce and migration outcomes those systems are meant to predict. Methodologically, his work spans applied quantitative analysis and a critical quantitative orientation that interrogates the assumptions embedded in measurement itself.

ASSOCIATE EDITOR | Elif Ceyda Göksoy

Elif Ceyda Göksoy is a doctoral student in the Ed.D. program in Leadership and Innovation at Arizona State University. She holds a master’s degree in Comparative and International Education and serves as Head of the Second Foreign Languages Department at Üsküdar American Academy in Istanbul, Türkiye, where she teaches French and English and leads initiatives related to multilingual education, student well-being, and instructional innovation. Her research focuses on the use of AI-supported pedagogical practices to improve speaking confidence and communication skills in second and third language classrooms. Grounded in Communities of Practice and teacher professional learning, her work explores how educators collaboratively design and implement innovative learning environments that support student engagement, low-stakes speaking opportunities, language learning confidence, and student well-being.

COPY EDITOR | Danielle Alfandre

ORCID ID: 0009-0008-0869-0639 

Danielle Alfandre has a PhD in theoretical linguistics from Louisiana State University and is currently an EdD student in the Mary Lou Fulton Teachers College at Arizona State University. Her current research focus is reducing the attrition of first-time, first-year students in college.

COPY EDITOR | Sally Croy

ORCID ID: 0009-0005-9659-1777

Sally Croy is a doctoral student in the Ed.D. program in Leadership and Innovation at Arizona State University. With over 20 years of experience in the K-12 public educational sector, she serves as the Director of Research and Evaluation for education products and services at Lifelong Learning Administration Corporation (LLAC). Her professional trajectory has seen her transition from the "grit of execution" in teaching and principal roles to developing the vision and strategic frameworks for programs serving over 55,000 opportunity youth nationwide.

COPY EDITOR | Danielle Du

Danielle (she/hers) is a part-time doctoral student in the Learning, Literacies, and Technologies PhD program at ASU, as well as a part-time Youth Services Library Assistant at Scottsdale Public Library. As an emerging scholar, she is fascinated by the intersection of the arts and sciences in our world, and is interested in exploring how that nexus might inform systems of learning and teaching to foster belonging, equity, and connection. Motivated by an imperative to cross disciplinary borders in the classroom and out, Danielle’s scholarship hopes to enrich our understanding of art-science integration and disrupt silos and strata of knowledge by exploring teaching and learning as transdisciplinary pursuits.

COPY EDITOR | Matt Keating

Matt is a Senior Instructional Designer at Arizona State University's Edson College of Nursing and Health Innovation and a doctoral student in the Ed.D. program in Leadership and Innovation at ASU. With nearly two decades of experience spanning K-12 and higher education, his work focuses on the integration of emerging technologies to enhance faculty and student experiences while maintaining sound pedagogical practice. At Edson College, Matthew partners with faculty to design high-quality online and hybrid courses, with an emphasis on AI-driven simulation, automated faculty support tools, and formative assessment. He is an active conference presenter at national and regional levels, sharing research on AI-powered personas and data-informed decision making.

COPY EDITOR | Julie Lillie

Julie Lillie is an Enrichment Fellow with a PhD in progress at Arizona State University in Educational Policy and Evaluation, as well as a graduate certificate in Nonprofit Leadership & Management. Her research expands from her consultancy, nonprofit leadership and co-authored guidebook, Empowering Peace and Justice Education, all of which are grounded by ‘Five Peace Actions’: Seek Peace Within Yourself and Others, Respect Diversity, Protect Our Environment, Reach Out In Service, Be A Responsible Citizen Of The World. With a rich network of research-practice partnerships, Julie collaborates globally to advance peace education in preK-12 and with folks at all ages and stages of life.

CONSULTING EDITOR | Dr. Stephanie McBride-Schreiner

Orcid ID: 0000-0001-7883-4169

Stephanie McBride-Schreiner is the Scholarly Communications Publications Manager for the Mary Lou Fulton Teachers College at Arizona State University (ASU). A former children’s program coordinator and site manager for the City of Tempe’s Kid Zone, she now manages the College’s open access scholarly journals of education. Stephanie holds a Graduate Certificate in Scholarly Publishing and a PhD in history from Arizona State University, and has served on the editorial team of journals published by the University of Nebraska Press, Elsevier, and the Division on Autism and Developmental Disabilities. She is also a contract historian and editor who has authored books for local non-profits and edited books and articles published by commercial publishers such as Palgrave, Routledge, and Springer. Stephanie is a strong proponent of diamond open access scholarly communications and knowledge mobilization.

FACULTY ADVISOR | Dr. Ayesha Boyce

ORCID ID: 0000-0002-9509-8703

Ayesha Boyce is the associate director for strategic partnerships and an associate professor in the Division of Educational Leadership and Innovation at Arizona State University. Her research career began with earning a B.S. in psychology from Arizona State University, an M.A. in research psychology from California State University, Long Beach, and a Ph.D. in educational psychology with a program evaluation specialization from the University of Illinois at Urbana-Champaign (UIUC). Before pursuing her doctorate, she was a research associate for the Arizona Department of Education in the Accountability Division. After earning her Ph.D., she completed a one-year postdoctoral scholar position with the UIUC Illinois STEM Education Initiative. Boyce then joined the University of North Carolina, Greensboro's Department of Educational Research Methodology from 2015 to 2021 as an assistant professor. 

She also co-directs the STEM Program Evaluation Lab. Boyce’s scholarship focuses on attending to value stances and issues related to cultural responsiveness and social justice within evaluation—especially multi-site, STEM, and contexts with historically and systematically marginalized populations. She also examines teaching, mentoring, and learning in evaluation. With over 17 years of evaluation experience, she has evaluated more than 65 programs funded by the National Science Foundation (NSF), US Department of Education, US Department of Defense, Howard Hughes Medical Institute, National Institutes of Health, and Spencer and Teagle foundations. Boyce is a 2019 American Evaluation Association (AEA) Marcia Guttentag Promising New Evaluator Award recipient and a 2019 UNC Greensboro School of Education Distinguished Research Scholar Award recipient. She is a member of the AEA Board of Directors, an Affiliate Faculty member for the Center for Culturally Responsive Evaluation and Assessment, and an Ethics, Values, & Culture Section Co-Editor for the American Journal of Evaluation.

FACULTY ADVISOR | Dr. Lydia Ross

ORCID ID: 0000-0003-2398-0083

Lydia Ross (she/her) is an assistant professor in the Division of Educational Leadership at the Mary Lou Fulton Teachers College at Arizona State University. Her research focuses on pathways through post-secondary education, with an emphasis on STEM. Specifically, she examines 1) how students navigate educational systems and opportunities, 2) student experiences within these systems, and 3) professional development (PD) opportunities for educators, including faculty and school counselors. Ross’ work has been published in national and international journals, including Research in Higher Education, AERA Open, Teachers College Record, Journal of Women and Minorities in Science and Engineering, and the Journal of Higher Education Theory and Practice.